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A Comparison of the Effects of Augmented Reality N-Back Training and Traditional Two-Dimensional N-Back Training on Working Memory

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  • Bo Zhang
  • Nigel Robb

Abstract

We compared two versions of an n-back training program, differing from the graphical perspective, on the effects of working memory (WM) training and transfer. Sixty participants were trained on a traditional n-back task (2D perspective) or an augmented reality (AR) version of the same program. The AR version was rated more engaging and graphically stimulating. Pre- and post-performance on a 2D spatial working memory (SWM) test showed that while both groups improved, the distributions of improvement differed significantly between the groups; the group using traditional training showed generally more improvement on the easier levels of the SWM test. These results may be explained by the fact that the traditional (2D) version of the n-back training was more similar than the AR version to the SWM outcome measure (in virtue of its 2D presentation). This may support the common demands theory of training transfer, which claims that shared demands between training and transfer tasks accounts for near-transfer improvements.

Suggested Citation

  • Bo Zhang & Nigel Robb, 2021. "A Comparison of the Effects of Augmented Reality N-Back Training and Traditional Two-Dimensional N-Back Training on Working Memory," SAGE Open, , vol. 11(2), pages 21582440211, May.
    • Handle: RePEc:sae:sagope:v:11:y:2021:i:2:p:21582440211014507
    DOI: 10.1177/21582440211014507
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    1. J. A. Anguera & J. Boccanfuso & J. L. Rintoul & O. Al-Hashimi & F. Faraji & J. Janowich & E. Kong & Y. Larraburo & C. Rolle & E. Johnston & A. Gazzaley, 2013. "Video game training enhances cognitive control in older adults," Nature, Nature, vol. 501(7465), pages 97-101, September.
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    Cited by:

    1. Bo Zhang & Lizbeth Goodman & Xiaoqing Gu, 2022. "Novel 3D Contextual Interactive Games on a Gamified Virtual Environment Support Cultural Learning Through Collaboration Among Intercultural Students," SAGE Open, , vol. 12(2), pages 21582440221, May.

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